Competency-based Faculty Development Program for Clinical Educators: Assessing effects on faculty teaching skills

Jorge Eugenio Valdez García jorge.valdez@itesm.mx
Silvia Lizett Olivares Olivares solivares@itesm.mx
Mildred Vanessa López Cabrera mildredlopez@itesm.mx

Abstract

Faculty development programs in medical education should provide faculty members the knowledge and skills needed to perform within a medical context. The proposed model of competence includes: (1)basic teaching skills, (2)learning on the clinical setting, (3)assessing and debriefing performance, (4)health care educational technology, (5)bioethics and citizenship, and (6)quality and patient safety.

As part of the continuous improvement of the program, the effects on faculty teaching skills is assessed by (1)self-applied instrument of participants’ perception of their educational progress on each competence and (2)scholarly product submitted for peer review (article or congress presentation).

A sample of 60 clinician educators participated in the survey. The instrument obtained a Cronbach’s alpha of 0.817. Results indicated major changes on basic teaching skills (74%), least influence was on health care educational technology (46%). Faculty members (70%) declared impacts on educational practices, and 73% felt more satisfied with their teaching role after the program.

Regarding the scholarly product submitted for peer review, 148 research initiatives have been presented: 70 in 2016, 38 in 2015 and 30 in 2014 for an oral presentation in the International Congress of Innovation in Education (CIIE).

Faculty declared that the program has helped them on feedback and debriefing to improve student performance and patient satisfaction.

Competences as bioethics have become a conventional practice, the program only helped to reinforce that practice. The feedback received has revealed strengths and opportunities to include both content and workshop based practice. Overall, the program has improved satisfaction on the teaching experience.

By assessing the effectiveness of the faculty development program, an educational experience can be guaranteed for the student to excel as a health professional, but the ultimate goal of all efforts in medicine, and medical education, is that everything has an impact in the health and quality of life of the patient.
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